Digital Commons Network^™

Enchanted Selves Transgender Children's Persistent Use Of Mermaid Imagery In Self-Portraiture, Sally Campbell Galman

College of Education Faculty Publication Series

In recent years, there has been a surge of popular interest in the lives and experiences of transgender and gender diverse people. However, this interest has been disproportionately focused on adults and teens, on biomedical framing and persistent binarism, without paying attention to young transgender and gender diverse children's engagement with culture, media and meaning. This article presents data from an ongoing arts-based ethnographic study of young transgender and gender-diverse children (ages 3-10) in the United States. In this study, feminine-identified transgender children repeatedly drew themselves as mermaids in self-portraits and highlighted the importance of other mermaid-related play throughout their …

Collaborating Across National Boundaries For Narrative Teaching And Learning, Haji Karim Khan, Theresa Y. Austin

College of Education Faculty Publication Series

University faculty members always learn through their collaborative engagement in teaching and research. This article reports on collaborative efforts between a Pakistani and US university professor to develop and teach a graduate seminar on narrative inquiry. We used a self-study approach to record, analyze, and report on our experience of teaching narrative inquiry in a graduate research course. We used our reflective journals, course outline, course description, session plans, class-notes, and students’ reflections as data for analysis. As a result, we developed our analytical stories of experiences under several themes.

Findings showcase insights arising from philosophical (ontological and epistemological) underpinnings, …

Transnational Civic Education And Emergent Bilinguals In A Dual Language Setting, Marialuisa Di Stefano, Steven P. Camicia

College of Education Faculty Publication Series

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and …

Transnational Civic Education And Emergent Bilinguals In A Dual Language Setting, Marialuisa Di Stefano, Steven P. Camicia

College of Education Faculty Publication Series

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and …

“There Is Never A Break”: The Hidden Curriculum Of Professionalization For Engineering Faculty, Idalis Villanueva, Taya Carothers, Marialuisa Di Stefano, Md. Tarique Hasan Khan

College of Education Faculty Publication Series

The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants’ responses was analyzed using a combination of decision tree analysis with chi-square and …